Written Answers Nos. 947-964
947. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will detail in tabular form for the years 2012-13, 2013-14 and 2014-15 the number of two teacher primary schools that appealed the loss of a teaching position following the budget 2012 changes for small schools; and the number of two teacher primary schools that were successful in such an appeal. [42127/14]
View answer948. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will detail in tabular form for the years 2012-13, 2013-14 and 2014-15 the number of three teacher primary schools that appealed the loss of a teaching position following the budget 2012 changes for small schools; and the number of three teacher primary schools that were successful in such an appeal. [42128/14]
View answer949. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will detail in tabular form for the years 2012-13, 2013-14 and 2014-15 the number of four teacher primary schools that appealed the loss of a teaching position following the budget 2012 changes for small schools; and the number of four teacher primary schools that were successful in such an appeal. [42129/14]
View answerI propose to take Questions Nos. 947, 948 and 949 together.
The information requested by the Deputy is set out in the table.
|
School Type |
No. Appeals |
No. of appeals provisionally upheld pending confirmation of enrolments |
No. of appeals upheld following confirmation of enrolments |
|
2 classroom teacher |
38 |
23 |
19 |
|
3 classroom teacher |
48 |
36 |
25 |
|
4 classroom teacher |
55 |
44 |
31 |
950. Deputy Eoghan Murphy asked the Minister for Education and Skills in relation to the new provision for allocating support for children with special needs, if it is expected that each school gather private information as to the social welfare supports being received by families of children in their schools for forwarding to the National Council for Special Education in the form of a questionnaire; and if this is the case, his views that this is appropriate. [42136/14]
View answerI wish to advise the Deputy that my Department is currently considering potential revisions to the system of allocating Resource Teaching and Learning Support to schools. This is on foot of recommendations set out in the National Council for Special Education (NCSE) Policy Advice on "Supporting Students with Special Educational Needs in Schools (May 2013) and the recommendations of the NCSE Working Group Report "A Proposed New Model for Allocating Teaching Resources for Students with Special Educational Needs".
Following the publication of these reports, my Department advised that it would commence the process of gathering information which would be required to develop the proposed new model, to allow its impact to be assessed, and to assess if, and from when, the model could be implemented. Part of this process involves the collection of information in relation to the social context of schools.
The working group report recommended that a school's social context should be used because it can contribute strongly to the level of learning needs that students have. The report considered that, on the basis of available research evidence, the use of a school's social context is valid in developing an educational profile, as socioeconomic disadvantage is associated with the incidence of certain types of special educational needs, including low achievement in academic learning and emotional or behavioural disorders.
The report also noted that a school within a disadvantaged social context may have a higher share of students presenting with emotional or behavioral disorders. While some of these needs are likely to be reflected in low test scores, others may not, as students with relatively high levels of educational achievement can have emotional and behavioural disorders.
Accordingly, it was recommended that consideration of a schools social context should form part of any proposed new resource allocation model.Pending the availability of a more objective source of information, the working group stated that it was confident that survey reporting by school principals could produce robust up to date data on school context in a similar manner to DEIS and earlier initiatives.
The Department therefore, in conjunction with the NCSE, asked the Educational Research Centre (ERC) to conduct a survey of schools to assist the development of an educational profile.
Though recognising that all schools would not be able to have specific detail regarding all of the questions asked in relation to their pupil populations, schools were asked to provide their best possible estimates in relation to the questions being asked in the survey, in order to ensure that as accurate as possible a social context allocation component of any revised allocation model could be developed for each school.
At all stages of the development of the advice and in particular in the work of the working group there was comprehensive consultation with education partners and stakeholders and through this consultation there was awareness and broad support for the proposed approach including the deployment of a survey.
The data which schools were requested to return as part of the survey was non-personal, anonymised data. Schools were not asked to return data in relation to the social circumstances of individual pupils.
Schools were also advised that the ERC had put in place a dedicated phone help line in order to provide assistance and support to schools in completing the questionnaire. I understand that many schools used this help line to gain assistance in completing the questionnaire.
Whereas I understand that the return of this survey has caused extra work and some difficulties for some schools, I am confident that having up to date social context data will be highly beneficial to the Department and the NCSE in developing proposals for a new profiled allocation model for schools.
951. Deputy Eoghan Murphy asked the Minister for Education and Skills under the new profiling currently being undertaken for the provision of additional resources, if greater weighting is to be given to schools with pupils who are EAL, English as an additional language, over schools whose pupils are GAL, Gaeilge as an additional language; and her views on the fairness on this when similar difficulties present in both circumstances. [42137/14]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014.
The NCSE, consulted widely with education partners, representatives of the disability sector, stakeholders and parent representative groups, during the course of the development of this policy advice.
The report recommends that a new allocation model should be developed, based on a schools educational profile, while providing a baseline allocation to every mainstream school to support inclusion.
The report recommends that in developing educational profile of a school that account would be taken of:The number of students with complex special educational needs in a school. Percentages of students performing below a certain threshold on standardised test results.Social context of school which includes gender, primary school location and educational disadvantage.
My Department is currently collecting information which will be required to develop the proposed new model. At this stage no decisions have been taken on the respective weightings to be allocated to individual criteria. Following consideration of this data, my Department will also consider whether, and from what date a new model might be implemented.
I also wish to advise the Deputy that following publication of the working group report, my Department invited education partners, stakeholders, and parent representative groups to make written submissions in relation to the NCSE report. 27 written submissions have been received to date, from interested parties. My Department also held a number of consultation meetings on 1st and 3rd October last with stakeholders, education partners, and parent representative groups. Consultation has been a key feature of the development of this policy advice to date and I can confirm that consultation will continue to take place at each stage of the development of proposals for any new model.
952. Deputy Eoghan Murphy asked the Minister for Education and Skills if it is the policy of her Department to remove resources from schools which have successful early intervention programmes as a result of new weighting systems being proposed as for the allocation of resources. [42138/14]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014.
The NCSE, consulted widely with education partners, representatives of the disability sector, stakeholders and parent representative groups, during the course of the development of this policy advice.
The report recommends that a new allocation model should be developed, based on a schools educational profile, while providing a baseline allocation to every mainstream school to support inclusion.
My Department is currently collecting information which will be required to develop the proposed new model. Pending consideration of this data no decision has been made as to the weightings which will be applied to the various elements of the proposed model.
Following consideration of this data, my Department will also consider whether, and from what date a new model might be implemented.
I also wish to advise the Deputy that following publication of the working group report, my Department invited education partners, stakeholders, and parent representative groups to make written submissions in relation to the NCSE report. 27 written submissions have been received to date, from interested parties.
My Department also held a number of consultation meetings on 1st and 3rd October last with stakeholders, education partners, and parent representative groups. Consultation has been a key feature of the development of this policy advice to date and I can confirm that consultation will continue to take place at each stage of the development of proposals for any new model.
953. Deputy Sean Fleming asked the Minister for Education and Skills if a P45 will be supplied to a person (details supplied); and if she will make a statement on the matter. [42143/14]
View answerI understand that the document referred to by the Deputy was issued by my Department in April 2014.
954. Deputy Willie Penrose asked the Minister for Education and Skills the steps she will take to expedite an application for a student grant in respect of a person (details supplied) in County Westmeath; and if she will make a statement on the matter. [42181/14]
View answerAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service compliments the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries, such as that raised by the Deputy, may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
955. Deputy Finian McGrath asked the Minister for Education and Skills her views on a matter (details supplied)) regarding water charges at schools. [42199/14]
View answerAs the Deputy will be aware, schools are required to pay for a range of utilities such as electricity, gas etc. and water is but one of these. In relation to water, the Deputy may also be aware that schools have been subject to metered water charges imposed by Local Authorities since 1 January 2010.
The capitation grant is the main funding mechanism for schools to enable them meet their day to day running costs including the costs of utilities.
In relation to the charging of fees, the position is that apart from those recognised fee-charging second level schools, recognised primary and post primary schools are precluded from charging school fees. Voluntary contributions by parents are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition. The manner in which contributions are sought and collected is a matter for each school management; however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
956. Deputy Seán Kyne asked the Minister for Education and Skills the uptake of the Springboard courses in 2013 and to date in 2014 by course and institution; when the new course topics will be decided for the next intake; and if consideration may be given to widening the eligibility requirements for Springboard. [42200/14]
View answerThe information requested by the Deputy is contained in spreadsheets.
A new Call for Springboard 2015 will issue in early 2015. The call will be accompanied by a guidance document prepared by the Expert Group on Future Skills Needs (EGFSN) on current and future skills needs of enterprise. The selection of proposals for funding under Springboard 2015 will be determined by an independent selection panel having regard to published criteria.
There are no plans at present to widen the eligibility criteria for Springboard.
|
Provider |
Course |
NFQ Level |
Skills Sector |
Enrolled Participants (as at 3/11/14) |
|
Institute of Technology, Sligo |
Certificate in Science in Biopharmaceutical Processing L6. |
Level 6 |
Manufacturing |
32 |
|
Institute of Technology, Sligo |
Certificate in Science in Cleanroom Manufacturing L6. |
Level 6 |
Manufacturing |
12 |
|
Institute of Technology, Sligo |
Certificate in Science in Biopharmaceutical Processing L7. |
Level 7 |
Manufacturing |
24 |
|
Institute of Technology, Sligo |
Certificate in Electronic Engineering - Level 8 |
Level 8 |
Information/Communications Technology |
4 |
|
Institute of Technology, Sligo |
Higher Diploma in Science in Computing (IoT Consortium) |
Level 8 |
Information/Communications Technology |
1 |
|
Institute of Technology, Sligo |
Level 9 Certificate in Energy Management |
Level 9 |
Other |
33 |
|
Institute of Technology, Sligo |
Level 9 Certificate in Project Management |
Level 9 |
Cross-enterprise Skills |
80 |
|
Institute of Technology, Tralee |
Certificate in Culinary Skills |
Level 6 |
Other |
48 |
|
Institute of Technology, Tralee |
Certificate in Digital Media |
Level 6 |
Information/Communications Technology |
24 |
|
Institute of Technology, Tralee |
Certificate in Industrial Instrumentation and Automation |
Level 6 |
Manufacturing |
25 |
|
Institute of Technology, Tralee |
Certificate in Export Sales and Marketing with French/German |
Level 7 |
Skills for Enterprise to Trade Internationally |
7 |
|
Institute of Technology, Tralee |
Mobile Applications Design and Development |
Level 7 |
Information/Communications Technology |
8 |
|
Institute of Technology, Tralee |
Social Media & Web Analytics |
Level 7 |
Information/Communications Technology |
7 |
|
Institute of Technology, Tralee |
Certificate in Digital Marketing with Social Media |
Level 8 |
Information/Communications Technology |
12 |
|
Irish Management Institute |
Diploma in Marketing Strategy with Digital Marketing |
Level 9 |
Cross-enterprise Skills |
15 |
|
Irish Management Institute |
Diploma in Strategy & Innovation |
Level 9 |
Cross-enterprise Skills |
6 |
|
Irish Management Institute |
Diploma in Strategy & Innovation |
Level 9 |
Cross-enterprise Skills |
14 |
|
Irish Medical Devices Association |
Quality Engineering for Medical Technologies (incorporating a Certificate in Quality Engineering (SPA) & Diploma in Management (SPA) |
Level 8 |
Manufacturing |
62 |
|
Letterkenny Institute of Technology |
Higher Certificate in Science in Computing in Information Technology Support |
Level 6 |
Information/Communications Technology |
51 |
|
Letterkenny Institute of Technology |
Minor Award in Wind Energy Technology |
Level 6 |
Other |
18 |
|
Letterkenny Institute of Technology |
Diploma in Professional Selling Skills and International Marketing [includes three month work placement in China] |
Level 7 |
Skills for Enterprise to Trade Internationally |
15 |
|
Letterkenny Institute of Technology |
Higher Diploma in Financial Services Technologies - Conversion to IT Industry |
Level 8 |
International Financial Services |
9 |
|
Letterkenny Institute of Technology |
Higher Diploma in Science in Computing (conversion course into computing) |
Level 8 |
Information/Communications Technology |
42 |
|
Letterkenny Institute of Technology |
MA in Motion Graphics |
Level 9 |
Other |
10 |
|
Letterkenny Institute of Technology |
Masters of Arts in Accounting |
Level 9 |
International Financial Services |
5 |
|
Letterkenny Institute of Technology |
Masters of Science in Marketing |
Level 9 |
Skills for Enterprise to Trade Internationally |
6 |
|
Letterkenny Institute of Technology |
MSc in Computing in Systems and Software Security |
Level 9 |
Information/Communications Technology |
10 |
|
Limerick Institute of Technology |
Building CAD (BIM) with Revit Architecture |
Level 6 |
Information/Communications Technology |
42 |
|
Limerick Institute of Technology |
Certificate in Geographic Information Systems |
Level 6 |
Information/Communications Technology |
36 |
|
Limerick Institute of Technology |
Electronic Engineering |
Level 6 |
Information/Communications Technology |
1 |
|
Limerick Institute of Technology |
Electronic Engineering Fundamentals |
Level 6 |
Information/Communications Technology |
7 |
|
Limerick Institute of Technology |
Enterprise Solutions Development |
Level 8 |
Information/Communications Technology |
36 |
|
National College of Ireland |
Certificate in Science in Web Development |
Level 6 |
Information/Communications Technology |
55 |
|
National College of Ireland |
Diploma in National and International Selling |
Level 7 |
Cross-enterprise Skills |
29 |
|
National College of Ireland |
Certificate in Digital Marketing |
Level 8 |
Cross-enterprise Skills |
35 |
|
National College of Ireland |
Certificate in Digital Marketing Starting 12th February |
Level 8 |
Cross-enterprise Skills |
45 |
|
National College of Ireland |
Higher Diploma in Science in Computing (Software Development) |
Level 8 |
Information/Communications Technology |
43 |
|
National College of Ireland |
Higher Diploma in Science in Data Analytics |
Level 8 |
Information/Communications Technology |
64 |
|
National College of Ireland |
Higher Diploma in Science in Data Analytics |
Level 8 |
Information/Communications Technology |
44 |
|
National College of Ireland |
Masters of Science in Web Technologies |
Level 9 |
Information/Communications Technology |
42 |
|
National University of Ireland, Galway |
Diploma in Business Analytics |
Level 8 |
Information/Communications Technology |
15 |
|
National University of Ireland, Galway |
Diploma in e-Business Analysis |
Level 8 |
Information/Communications Technology |
13 |
|
National University of Ireland, Galway |
Diploma in Software Engineering |
Level 8 |
Information/Communications Technology |
11 |
|
National University of Ireland, Galway |
Specialist Diploma in Lean and Quality Systems |
Level 8 |
Cross-enterprise Skills |
13 |
|
National University of Ireland, Galway |
Specialist Diploma in Medical Device Science |
Level 8 |
Cross-enterprise Skills |
15 |
|
National University of Ireland, Maynooth |
Higher Diploma in Software Development |
Level 8 |
Information/Communications Technology |
1 |
|
National University of Ireland, Maynooth |
NUI Certificate in Software Development |
Level 8 |
Information/Communications Technology |
22 |
|
NIBRT |
L6 Certificate in Science in Bioanalytical Techniques |
Level 6 |
Manufacturing |
9 |
|
NIBRT |
NIBRT Education Programme in Pharmaceutical Technology - Certificate in Bioprocessing and Healthcare |
Level 7 |
Manufacturing |
46 |
|
NIBRT |
L8 Certificate in Biopharmaceutical Science |
Level 8 |
Manufacturing |
21 |
|
NIBRT |
L9 Certificate in Biopharmaceutical Science |
Level 9 |
Manufacturing |
27 |
|
Plastics Ireland |
Certificate in Polymer Technology (SPA) |
Level 6 |
Manufacturing |
32 |
|
Trinity College Dublin |
Diploma in Information Systems (Year 2) |
Level 7 |
Information/Communications Technology |
3 |
|
University College Cork |
Certificate in Languages for the Global Marketplace |
Level 6 |
Skills for Enterprise to Trade Internationally |
39 |
|
University College Cork |
Certificate in Supply Chain Management (SCM) |
Level 7 |
Manufacturing |
9 |
|
University College Cork |
Diploma in Supply Chain Management (SCM) - (Year 2 only) |
Level 7 |
Manufacturing |
8 |
|
University College Cork |
Certificate in Business, Language and Culture in East Asia |
Level 8 |
Skills for Enterprise to Trade Internationally |
12 |
|
University College Cork |
Certificate in International Sales and Negotiations |
Level 8 |
Skills for Enterprise to Trade Internationally |
10 |
|
University College Cork |
Higher Diploma in Chinese Business, Language and Culture |
Level 8 |
Skills for Enterprise to Trade Internationally |
14 |
|
University College Cork |
Higher Diploma in Leadership Development |
Level 8 |
Cross-enterprise Skills |
16 |
|
University College Cork |
International Market Entry, Sales and Negotiations Strategies Module |
Level 8 |
Skills for Enterprise to Trade Internationally |
1 |
|
University College Cork |
CPD Module in Cloud Computing and Web 2.0 |
Level 9 |
Information/Communications Technology |
14 |
|
University College Cork |
M.Eng.Sc in Marine Renewable Energy |
Level 9 |
Other |
11 |
|
University College Cork |
MA in Digital Arts & Humanities |
Level 9 |
Information/Communications Technology |
21 |
|
University College Cork |
Postgraduate Certificate in Innovation, Commercialisation and Entrepreneurship (with Foreign Language option) |
Level 9 |
Cross-enterprise Skills |
20 |
|
University College Dublin |
University Certificate in Rural Entrepreneurship - Galway |
Level 7 |
Cross-enterprise Skills |
11 |
|
University College Dublin |
University Certificate in Rural Entrepreneurship - LEINSTER (Westmeath/Offaly) |
Level 7 |
Cross-enterprise Skills |
13 |
|
University College Dublin |
University Certificate in Rural Entrepreneurship - MUNSTER - Limerick [subject to demand] |
Level 7 |
Cross-enterprise Skills |
10 |
|
University College Dublin |
University Certificate in Rural Entrepreneurship - Tipperary |
Level 7 |
Cross-enterprise Skills |
16 |
|
University College Dublin |
Graduate Certificate in Information and Communications Technology (ICT) |
Level 9 |
Information/Communications Technology |
1 |
|
University College Dublin |
Graduate Certificate in Innovation, Entrepreneurship & Enterprise - September |
Level 9 |
Cross-enterprise Skills |
31 |
|
University College Dublin |
Postgraduate Certificate in Innovation, Entrepreneurship & Enterprise - Dublin - May |
Level 9 |
Cross-enterprise Skills |
14 |
|
University College Dublin |
Postgraduate Certificate in Innovation, Entrepreneurship & Enterprise (Dublin) |
Level 9 |
Cross-enterprise Skills |
155 |
|
University College Dublin |
Postgraduate Certificate in Innovation, Entrepreneurship & Enterprise (KILKENNY) May 2014 start |
Level 9 |
Cross-enterprise Skills |
23 |
|
University of Limerick |
Supervisory and HR Practice (Flexible Learning) (Higher Certificate) |
Level 6 |
Cross-enterprise Skills |
23 |
|
University of Limerick |
Supply Chain Management (Flexible Learning) (Diploma) |
Level 7 |
Manufacturing |
11 |
|
University of Limerick |
Computer Engineering (Certificate in Science & Engineering) |
Level 8 |
Information/Communications Technology |
6 |
|
University of Limerick |
Environmental Management (Certificate in Science & Engineering) |
Level 8 |
Manufacturing |
6 |
|
University of Limerick |
Finance & Information Management (Certificate in Applied Business) |
Level 8 |
Information/Communications Technology |
5 |
|
University of Limerick |
International Project Management (Certificate in Applied Business) |
Level 8 |
Cross-enterprise Skills |
13 |
|
University of Limerick |
Mobile and Secure Cloud Computing (Certificate in Science & Engineering) |
Level 8 |
Information/Communications Technology |
10 |
|
University of Limerick |
Risk Management & Finance (Certificate in Applied Business) |
Level 8 |
International Financial Services |
6 |
|
University of Limerick |
International Entrepreneurship Management (Masters) |
Level 9 |
Cross-enterprise Skills |
18 |
|
University of Limerick |
Lean Sigma Systems (Distance Learning) (Masters) |
Level 9 |
Manufacturing |
12 |
|
University of Limerick |
Lean Systems (Distance Education) (Specialist Diploma) |
Level 9 |
Manufacturing |
23 |
|
University of Limerick |
Six Sigma (Distance Education) (Specialist Diploma) |
Level 9 |
Manufacturing |
10 |
|
University of Limerick |
Technology Management (Distance Learning) (Masters) |
Level 9 |
Cross-enterprise Skills |
10 |
|
Waterford Institute of Technology |
Certificate in E-Marketing and Promotion |
Level 6 |
Information/Communications Technology |
21 |
|
Waterford Institute of Technology |
Certificate in Information and Communications Technologies |
Level 6 |
Information/Communications Technology |
29 |
|
Waterford Institute of Technology |
Certificate in Computing: Security and Forensics |
Level 7 |
Information/Communications Technology |
16 |
|
Waterford Institute of Technology |
Bachelor of Science (Honours) in Manufacturing Engineering |
Level 8 |
Manufacturing |
3 |
|
Waterford Institute of Technology |
Certificate in Artisan Food Development |
Level 8 |
Other |
16 |
|
Waterford Institute of Technology |
Higher Diploma in Business in Service Design and Innovation |
Level 8 |
Skills for Enterprise to Trade Internationally |
33 |
|
Waterford Institute of Technology |
Higher Diploma in Science in Computing: Business Systems Analysis |
Level 8 |
Information/Communications Technology |
17 |
|
Waterford Institute of Technology |
Master of Science in Innovative Technology Engineering |
Level 9 |
Manufacturing |
10 |
|
Waterford Institute of Technology |
MSc in Business, Innovation, Technology & Entrepreneurship |
Level 9 |
Cross-enterprise Skills |
28 |
|
Waterford Institute of Technology |
MSc in Global Financial Information Systems |
Level 9 |
International Financial Services |
20 |
|
Waterford Institute of Technology |
Postgraduate Diploma in Business in Lean Practice |
Level 9 |
Cross-enterprise Skills |
15 |
|
All courses |
5,927 |
Table
|
Provider |
Course |
NFQ Level |
Skills Sector |
Enrolled Participants (as at 3/11/14) |
|
Athlone Institute of Technology |
Certificate in Polymer Technology for Medical Devices (Autumn 2014) |
Level 6 |
Manufacturing |
15 |
|
Athlone Institute of Technology |
Certificate in Project Management (Autumn 2014) |
Level 6 |
Cross-enterprise Skills |
12 |
|
Athlone Institute of Technology |
Certificate in Welding Processes for Advanced Manufacturing (Autumn 2014) |
Level 6 |
Manufacturing |
14 |
|
Athlone Institute of Technology |
Postgraduate Diploma in Green Engineering (Autumn 2014) |
Level 9 |
Construction |
24 |
|
College of Computer Training |
Bachelor of Science in Information Technology (Direct Entry) (Autumn 2014) |
Level 7 |
Information/Communications Technology |
27 |
|
Cork Institute of Technology |
Certificate in Automation & Control (Autumn 2014) |
Level 7 |
Manufacturing |
10 |
|
Cork Institute of Technology |
Certificate in Plant and Piping Design (Autumn 2014) |
Level 7 |
Manufacturing |
8 |
|
Cork Institute of Technology |
Lean Sigma Green Belt (Autumn 2014) |
Level 7 |
Manufacturing |
14 |
|
Cork Institute of Technology |
Lean Sigma Green Belt (November 2014) |
Level 7 |
Bio-Pharmachem |
10 |
|
Cork Institute of Technology |
Lean Sigma Black Belt (Autumn 2014) |
Level 8 |
Manufacturing |
17 |
|
Cork Institute of Technology |
Lean Sigma Black Belt (Autumn 2014) Cork / Dublin |
Level 8 |
Cross-enterprise Skills |
12 |
|
Digital Skills Academy |
2.0 WebInnovate / BSc (Hons) in Digital Technology, Design & Innovation (Oct 2014) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
210 |
|
Dorset College |
Bachelor of Science in Computing and Multimedia (Autumn 2014) |
Level 7 |
Information/Communications Technology |
13 |
|
Dorset College |
Bachelor of Business (Hons) in International Business (Autumn 2014) |
Level 8 |
Business/Management Skills |
65 |
|
Dublin Business School |
Certificate in Business for Financial Services |
Level 7 |
International Financial Services |
39 |
|
Dublin Business School |
Certificate in Digital Marketing |
Level 7 |
Information/Communications Technology |
222 |
|
Dublin Business School |
Certificate in Fund Accounting |
Level 7 |
International Financial Services |
23 |
|
Dublin Business School |
Certificate in IT with Sales and Digital Marketing |
Level 7 |
Information/Communications Technology |
23 |
|
Dublin Business School |
Certificate in Advanced Networking and Cloud Technologies |
Level 8 |
Information/Communications Technology |
37 |
|
Dublin Business School |
Certificate in Advanced Project Management for the ICT Professional |
Level 8 |
Cross-enterprise Skills |
42 |
|
Dublin Business School |
Certificate in Data Management and Analytics |
Level 8 |
Information/Communications Technology |
37 |
|
Dublin Business School |
Certificate in Database Development and Cloud Technologies |
Level 8 |
Information/Communications Technology |
29 |
|
Dublin Business School |
Certificate in Innovation and Management |
Level 8 |
Cross-enterprise Skills |
11 |
|
Dublin Business School |
Certificate in Software and Cloud Technologies |
Level 8 |
Information/Communications Technology |
54 |
|
Dublin Institute of Technology |
CPD Diploma in Professional Cookery Skills Development Stage 1 (Autumn 2014) |
Level 6 |
Cross-enterprise Skills |
33 |
|
Dublin Institute of Technology |
B.Sc. in Medical Device Innovation (Autumn 2014) |
Level 8 |
Manufacturing |
25 |
|
Dublin Institute of Technology |
BSc (Hons) in Computer Game Development (Autumn 2014) |
Level 8 |
Information/Communications Technology |
28 |
|
Dublin Institute of Technology |
Master of Engineering (ME) in Mechanical Engineering (Autumn 2014) |
Level 9 |
Manufacturing |
10 |
|
Dublin Institute of Technology |
Masters in Technology and Innovation Management (Autumn 2014) |
Level 9 |
Cross-enterprise Skills |
22 |
|
Dublin Institute of Technology |
Postgraduate Certificate (Digital Analysis & Energy Retrofit) (Autumn 2014) |
Level 9 |
Construction |
23 |
|
Dublin Institute of Technology |
Postgraduate Certificate in Building Information Modelling (BIM) (Autumn 2014) |
Level 9 |
Construction |
45 |
|
Dublin Institute of Technology |
Postgraduate Diploma in Mobile & Tablet Application Design and Development (Autumn 2014) |
Level 9 |
Information/Communications Technology |
27 |
|
Dublin Institute of Technology |
Postgraduate Diploma in Pharmaceutical Validation Technology (Autumn 2014) |
Level 9 |
Manufacturing |
6 |
|
Dundalk Institute of Technology |
Certificate in 2D & 3D Digital Animation Production |
Level 7 |
Information/Communications Technology |
20 |
|
Dundalk Institute of Technology |
Certificate in 3D for Games |
Level 7 |
Information/Communications Technology |
15 |
|
Dundalk Institute of Technology |
Certificate in Business in Digital Marketing and Digital Media Management |
Level 7 |
Information/Communications Technology |
19 |
|
Financial Services Ireland |
FSI CareerStart (Option A): Professional Certificate in International Financial Services & Diploma in Professional Competence (Autumn 2014) |
Level 7 |
International Financial Services |
45 |
|
Financial Services Ireland |
FSI CareerStart (Option B): Professional Certificate in Investment Fund Services & Diploma in Professional Competence (Autumn 2014) |
Level 7 |
International Financial Services |
61 |
|
Financial Services Ireland |
FSI CareerPlus: Incorporating a Graduate Diploma in Financial Services & a Certificate in Professional Competence (Autumn 2014) |
Level 9 |
International Financial Services |
38 |
|
Galway Mayo Institute of Technology |
Certificate in Science in Medical Device Technology - in English |
Level 6 |
Manufacturing |
19 |
|
Galway Mayo Institute of Technology |
Certificate in Science in Medical Device Technology - in English (bilingual lecturer) |
Level 6 |
Manufacturing |
9 |
|
Galway Mayo Institute of Technology |
Certificate in Six Sigma Quality (ASQGreenBelt) |
Level 7 |
Manufacturing |
4 |
|
GetReSkilled |
e-BioPharmaChem CPD Certificate |
Level 7 |
Bio-Pharmachem |
19 |
|
GetReSkilled |
e-BioPharmaChem CPD Certificate (Intake 2) |
Level 7 |
Bio-Pharmachem |
17 |
|
GetReSkilled |
e-Validation CPD Certificate |
Level 7 |
Manufacturing |
16 |
|
Griffith College Dublin |
Diploma in Investment Operations and Compliance (Cork) (Autumn 2014) |
Level 8 |
International Financial Services |
16 |
|
Griffith College Dublin |
Diploma in Investment Operations and Compliance (Dublin) (Autumn 2014) |
Level 8 |
International Financial Services |
48 |
|
Griffith College Dublin |
Diploma in Investment Operations and Compliance (Limerick) (Autumn 2014) |
Level 8 |
International Financial Services |
13 |
|
Griffith College Dublin |
Higher Diploma in Science in Web Development (Cork) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
11 |
|
Griffith College Dublin |
Higher Diploma in Science in Web Development (Dublin) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
37 |
|
Griffith College Dublin |
Higher Diploma in Science in Web Development (Limerick) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
8 |
|
IBAT College Dublin |
Certificate in Sales and Customer Service Support (Autumn 2014) |
Level 7 |
Skills for Enterprise to Trade Internationally |
34 |
|
IBAT College Dublin |
Certificate in International Marketing (Autumn 2014) |
Level 8 |
Skills for Enterprise to Trade Internationally |
19 |
|
IBAT College Dublin |
Certificate in International Project Management (Autumn 2014) |
Level 8 |
Skills for Enterprise to Trade Internationally |
73 |
|
IBAT College Dublin |
Certificate in Project Management for International Financial Services (Autumn 2014) |
Level 8 |
International Financial Services |
34 |
|
ICD Business School |
Certificate in Doing Business in China (with Mandarin) (Sept 2014) (Autumn 2014) |
Level 8 |
Skills for Enterprise to Trade Internationally |
13 |
|
Innopharma Labs Ltd |
Certificate in Food Science and Technology (Cork, Oct 2014) (Autumn 2014) |
Level 6 |
Manufacturing |
32 |
|
Innopharma Labs Ltd |
Certificate in Food Science and Technology (Dublin,Oct 2014) (Autumn 2014) |
Level 6 |
Manufacturing |
46 |
|
Innopharma Labs Ltd |
Certificate in Pharmaceutical and Medical Device Operations (Dublin, August 2014) (Autumn 2014) |
Level 6 |
Manufacturing |
55 |
|
Innopharma Labs Ltd |
Certificate in Pharmaceutical and Medical Device Operations (Dublin, Jan 2015) (Winter 2014) |
Level 6 |
Manufacturing |
22 |
|
Innopharma Labs Ltd |
Certificate in Pharmaceutical and Medical Device Operations (Galway, Sept 2014) (Autumn 2014) |
Level 6 |
Manufacturing |
44 |
|
Innopharma Labs Ltd |
Degree in Pharmaceutical Business Operations (B.A) (Dublin, November 2014) - Places Still Available |
Level 7 |
Manufacturing |
27 |
|
Innopharma Labs Ltd |
Pharmaceutical Data Analytics Special Purpose Award (Dublin, January, 2015) |
Level 7 |
Bio-Pharmachem |
1 |
|
Innopharma Labs Ltd |
Pharmaceutical Data Analytics - Special Purpose Award (Dublin, November 2014) - Places Still Available |
Level 7 |
Information/Communications Technology |
9 |
|
Innopharma Labs Ltd |
Diploma in Pharmaceutical and Medical Device Manufacturing (Dublin, August 2014) (Autumn 2014) |
Level 8 |
Manufacturing |
40 |
|
Innopharma Labs Ltd |
Diploma in Pharmaceutical and Medical Device Manufacturing (Dublin, Jan 2015) (Spring 2015) |
Level 8 |
Manufacturing |
12 |
|
Innopharma Labs Ltd |
Diploma in Pharmaceutical and Medical Device Manufacturing (Galway, Jan 2015) |
Level 8 |
Manufacturing |
26 |
|
Innopharma Labs Ltd |
Higher Diploma in Food Science and Technology (Cork, October 2014) (Cork, Autumn 2014) |
Level 8 |
Manufacturing |
23 |
|
Innopharma Labs Ltd |
Higher Diploma in Food Science and Technology (Dublin October 2014) (Dublin, Autumn 2014) |
Level 8 |
Manufacturing |
39 |
|
Innopharma Labs Ltd |
Masters of Science in Pharmaceutical Manufacturing and Process Technology (Autumn 2014) |
Level 9 |
Manufacturing |
42 |
|
Institute of Public Administration |
Diploma in Project Management (Autumn 2014) |
Level 6 |
Business/Management Skills |
33 |
|
Institute of Public Administration |
MSc in Business and Management (Autumn 2014) |
Level 9 |
Business/Management Skills |
66 |
|
Institute of Technology Blanchardstown |
Certificate in Cisco CCNA with Work Experience ( Group 1 - Tuesdays) |
Level 6 |
Information/Communications Technology |
32 |
|
Institute of Technology Blanchardstown |
Certificate in Cisco CCNA with Work Experience (Group 2 - Wednesday) |
Level 6 |
Information/Communications Technology |
32 |
|
Institute of Technology Blanchardstown |
MSc in Computing (Information Security & Digital Forensics) |
Level 9 |
Information/Communications Technology |
23 |
|
Institute of Technology Tallaght Dublin |
Bachelor of Business in International Digital Management & Sales (Autumn 2014) |
Level 7 |
Skills for Enterprise to Trade Internationally |
21 |
|
Institute of Technology Tallaght Dublin |
BSc in Data Analytics and Interactive Marketing (Autumn 2014) |
Level 7 |
Cross-enterprise Skills |
6 |
|
Institute of Technology Tallaght Dublin |
BSc IT Management (Autumn 2014) |
Level 7 |
Information/Communications Technology |
7 |
|
Institute of Technology Tallaght Dublin |
Certificate in Network Design and Implementation (Autumn 2014) |
Level 7 |
Information/Communications Technology |
13 |
|
Institute of Technology, Sligo |
Level 6 Certificate in Biopharmaceutical Processing |
Level 6 |
Bio-Pharmachem |
40 |
|
Institute of Technology, Sligo |
Level 6 Certificate in Cleanroom Manufacturing |
Level 6 |
Bio-Pharmachem |
19 |
|
Institute of Technology, Sligo |
Level 7 Certificate in Biopharmaceutical Processing |
Level 7 |
Bio-Pharmachem |
31 |
|
Institute of Technology, Sligo |
Level 7 Certificate in Bioprocess Engineering |
Level 7 |
Bio-Pharmachem |
30 |
|
Institute of Technology, Tralee |
Certificate in Culinary Skills (Autumn 2014) |
Level 6 |
Other |
17 |
|
Institute of Technology, Tralee |
Certificate in Digital Marketing with Social Media (Autumn 2014) |
Level 8 |
Information/Communications Technology |
5 |
|
Institute of Technology, Tralee |
MA in Creative Media (Autumn 2014) |
Level 9 |
Other |
6 |
|
Institute of Technology, Tralee |
Postgraduate Diploma in Business Administration (Autumn 2014) |
Level 9 |
Skills for Enterprise to Trade Internationally |
9 |
|
Irish Medical Devices Association |
Quality Engineering for Medical Technologies (incorporating a Certificate in Quality Engineering (SPA) & Diploma in Management (SPA) (Sept 2014) |
Level 8 |
Manufacturing |
28 |
|
Letterkenny Institute of Technology |
Certificate in Digital Marketing & Business Skills(Spring 2015) |
Level 6 |
Cross-enterprise Skills |
10 |
|
Letterkenny Institute of Technology |
Minor Award in Wind Energy Technology (Conversion course for Wind Turbine Technicians) (Autumn 2014) |
Level 6 |
Other |
6 |
|
Letterkenny Institute of Technology |
Higher Diploma in Financial Services Technologies (Autumn 2014) |
Level 8 |
Information/Communications Technology |
8 |
|
Letterkenny Institute of Technology |
Master of Arts in Accounting (Autumn 2014) |
Level 9 |
International Financial Services |
4 |
|
Letterkenny Institute of Technology |
MSc in Science in Computing in Enterprise Applications Development (Autumn 2014) |
Level 9 |
Information/Communications Technology |
12 |
|
Limerick Institute of Technology |
Certificate in Science in Biopharmaceuticals |
Level 6 |
Bio-Pharmachem |
16 |
|
Limerick Institute of Technology |
Enterprise Solutions Development (Autumn 2014) |
Level 8 |
Information/Communications Technology |
39 |
|
National College of Ireland |
Diploma in National & International Selling (Microsoft Stream) Course Closed - No Longer open for Applications |
Level 7 |
Skills for Enterprise to Trade Internationally |
6 |
|
National College of Ireland |
Diploma in National & International Selling Course Closed - No Longer open for Applications |
Level 7 |
Skills for Enterprise to Trade Internationally |
30 |
|
National College of Ireland |
Certificate in Digital Marketing (Autumn 2014 ) Course Closed - No Longer open for Applications |
Level 8 |
Cross-enterprise Skills |
53 |
|
National College of Ireland |
Certificate in Digital Marketing - APPLY NOW FOR JANUARY |
Level 8 |
Business/Management Skills |
2 |
|
National College of Ireland |
Certificate in Mobile Applications Development (Autumn 2014) Course Closed - No Longer open for Applications |
Level 8 |
Information/Communications Technology |
6 |
|
National College of Ireland |
Postgraduate Diploma in Data Analytics - Course Closed - No Longer open for Applications |
Level 9 |
Information/Communications Technology |
37 |
|
National College of Ireland |
Postgraduate Diploma in Mobile Technologies Course Closed - No Longer open for Applications |
Level 9 |
Information/Communications Technology |
16 |
|
National College of Ireland |
Postgraduate Diploma in Science in Cloud Computing Course Closed - No Longer open for Applications |
Level 9 |
Information/Communications Technology |
12 |
|
National College of Ireland |
Postgraduate Diploma in Web Technologies Course Closed - No Longer open for Applications |
Level 9 |
Information/Communications Technology |
14 |
|
National University of Ireland, Galway |
Diploma in Business Analytics (Autumn 2014) |
Level 8 |
Information/Communications Technology |
14 |
|
National University of Ireland, Galway |
Diploma in e-Business Analysis (Autumn 2014) |
Level 8 |
Cross-enterprise Skills |
9 |
|
National University of Ireland, Maynooth |
NUI Certificate in Software Development (Autumn 2014) |
Level 7 |
Information/Communications Technology |
11 |
|
National University of Ireland, Maynooth |
Higher Diploma in Science (Software Development) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
16 |
|
NIBRT |
L6 Cert in Bioprocessing and Cleanroom Management |
Level 6 |
Bio-Pharmachem |
20 |
|
NIBRT |
L7 Cert in Science in Biopharmaceutical Operations (Formally Education Programme in Pharmaceutical Technology) |
Level 7 |
Bio-Pharmachem |
27 |
|
NIBRT |
L8 Certificate in Biopharmaceutical Science |
Level 8 |
Bio-Pharmachem |
35 |
|
NIBRT |
L9 Certificate in Biopharmaceutical Science |
Level 9 |
Bio-Pharmachem |
38 |
|
Northeast College |
Higher National Certificate in Computing and Systems Development |
Level 6 |
Information/Communications Technology |
61 |
|
Northeast College |
Higher National Certificate in Computing and Systems Development (Jan 2015) (Spring 2015) |
Level 6 |
Information/Communications Technology |
16 |
|
Plastics Ireland |
Certificate in Polymer Technology (SPA) (Autumn 2014) |
Level 6 |
Manufacturing |
26 |
|
Trinity College Dublin |
Diploma in Information Systems (Year 2) (Autumn 2014) |
Level 8 |
Information/Communications Technology |
4 |
|
University College Cork |
Diploma in Supply Chain Management (SCM) - (Year 2 only) |
Level 7 |
Manufacturing |
4 |
|
University College Cork |
Certificate in International Sales and Negotiations (Business to Business Markets) |
Level 8 |
Skills for Enterprise to Trade Internationally |
11 |
|
University College Cork |
Certificate in International Sales and Negotiations (Business to Consumer Markets) |
Level 8 |
Skills for Enterprise to Trade Internationally |
2 |
|
University College Cork |
Higher Diploma in Advanced Languages and Global Communication |
Level 8 |
Skills for Enterprise to Trade Internationally |
20 |
|
University College Cork |
Higher Diploma in Business, Language and Culture in East Asia |
Level 8 |
Skills for Enterprise to Trade Internationally |
23 |
|
University College Cork |
MA in Digital Arts and Humanities |
Level 9 |
Information/Communications Technology |
19 |
|
University College Cork |
MEngSc in Marine Renewable Energy |
Level 9 |
Other |
10 |
|
University College Cork |
Postgraduate Diploma in Data Science and Analytics |
Level 9 |
Information/Communications Technology |
3 |
|
University College Cork |
Postgraduate Diploma in Interactive Media |
Level 9 |
Information/Communications Technology |
10 |
|
University College Dublin |
NIBRT Graduate Certificate in Biopharmaceutical Production (Jan 2015) |
Level 9 |
Bio-Pharmachem |
20 |
|
University College Dublin |
Postgraduate Certificate in Innovation, Entrepreneurship and Enterprise (St. Stephen's Green, Dublin) October 2014 start |
Level 9 |
Cross-enterprise Skills |
43 |
|
University College Dublin |
Postgraduate Certificate in Innovation, Entrepreneurship and Enterprise (St. Stephen's Green,Dublin) September 2014 start |
Level 9 |
Cross-enterprise Skills |
33 |
|
University of Limerick |
Diploma in HRM (Autumn 2014) |
Level 7 |
Cross-enterprise Skills |
26 |
|
University of Limerick |
International Entrepreneurship Management (Autumn 2014) |
Level 9 |
Skills for Enterprise to Trade Internationally |
12 |
|
University of Limerick |
Lean Systems - Specialist Diploma (Autumn 2014) |
Level 9 |
Cross-enterprise Skills |
18 |
|
University of Limerick |
Six Sigma - Specialist Diploma (Autumn 2014) |
Level 9 |
Cross-enterprise Skills |
17 |
|
University of Limerick |
Supply Chain Management - Specialist Diploma (Autumn 2014) |
Level 9 |
Skills for Enterprise to Trade Internationally |
9 |
|
University of Limerick |
Technology Commercialisation - Specialist Diploma (Autumn 2014) |
Level 9 |
Cross-enterprise Skills |
5 |
|
Waterford Institute of Technology |
Diploma in Computing with Security and Forensics (Sept 2014 / Level 7 / Work Placement) |
Level 7 |
Information/Communications Technology |
16 |
|
Waterford Institute of Technology |
Higher Diploma in Business Systems Analysis (Sept 2014 / Level 8 / Work Placement) |
Level 8 |
Information/Communications Technology |
16 |
|
Waterford Institute of Technology |
MSc in Global Financial Information Systems - GFIS ( Sept 2014 / Level 9 / Work Placement) |
Level 9 |
International Financial Services |
24 |
|
All courses |
3,500 |
957. Deputy Seán Kyne asked the Minister for Education and Skills the progress of the implementation of the new allocation model for resource teaching as designed by the working group established by his predecessor; and if she will make a statement on the matter. [42207/14]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014.
The NCSE, consulted widely with education partners, representatives of the disability sector, stakeholders and parent representative groups, during the course of the development of this policy advice.
The report recommends that a new allocation model should be developed, based on a schools educational profile, while providing a baseline allocation to every mainstream school to support inclusion.
My Department is currently collecting information which will be required to develop the proposed new model.
Following consideration of this data, my Department will also consider whether, and from what date a new model might be implemented.
I also wish to advise the Deputy that following publication of the working group report, my Department invited education partners, stakeholders, and parent representative groups to make written submissions in relation to the NCSE report. 27 written submissions have been received to date, from interested parties. My Department also held a number of consultation meetings on 1st and 3rd October last with stakeholders, education partners, and parent representative groups. Consultation has been a key feature of the development of this policy advice to date and I can confirm that consultation will continue to take place at each stage of the development of proposals for any new model.
958. Deputy Joe Carey asked the Minister for Education and Skills the position regarding a school project (details supplied) in County Clare; and if she will make a statement on the matter. [42211/14]
View answerAs the Deputy is aware, the religious congregation that owns existing school properties in Ennistymon has offered to transfer the properties concerned to the State as part of its offer made in response to the publication of the report of the Commission to Inquire into Child Abuse (the Ryan Report). The land in question, which the Government has agreed to accept, together with the lands already in the ownership of the Department, will be sufficient to meet the overall site requirements of the new school, referred to by the Deputy.
My Department through the Chief State Solicitor's Office is currently working with the Solicitors acting on behalf of the Congregation concerned on the legal procedures and mechanisms required to facilitate the transfer of this additional land. The school authorities are aware of this position which was outlined to them during their meeting with the former Minister earlier this year.
I wish to advise the Deputy that my Department will continue to maintain its on-going contact with the school authorities in the matter.
959. Deputy Tom Fleming asked the Minister for Education and Skills if she will review an appeal for a higher education grant in respect of a person (details supplied) in County Kerry; and if she will make a statement on the matter. [42232/14]
View answerAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service compliments the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
An appeal has not been submitted by the student to the Student Grant Appeals Board.
960. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of career break applications from primary and secondary school teachers that her Department has received over the past four academic years; the number of these that have been approved; and if she will make a statement on the matter. [42251/14]
View answerCircular Letter 0010/2011 issued by my Department outlines the procedures regarding the career break scheme for registered teachers in recognised primary and post primary schools. In accordance with the circular a teacher seeking a career break must submit a written application to the managerial authority of his/her school and the managerial authority must issue a written notice of approval or refusal to the teacher. Such applications are not received by my Department however the managerial authorities of Primary, Voluntary Secondary, Community and Comprehensive Schools submit notice of all career break approvals to my Department each year via the On Line Claims System.
The number of career break approvals submitted to my Department by managerial authorities of above schools in respect of the past four academic years are as follows:
|
Year |
Primary |
|Post-Primary |
|
2010/11 |
789 |
247 |
|
2011/12 |
1042 |
269 |
|
2012/13 |
1229 |
307 |
|
2013/14 |
1361 |
354 |
The number of applications approved by the Education and Training Board sector are not submitted to my Department.
962. Deputy Michael McCarthy asked the Minister for Education and Skills the number of quangos set up since 2011 in her Department; the number of members of same; the cost and expense incurred to date including details of the briefs that they cover; and if she will make a statement on the matter. [42513/14]
View answerFor the Deputy's information, following the enactment of the Residential Institutions Statutory Fund Act 2012, the Education Finance Board was dissolved in March 2013 and the Residential Institutions Statutory Fund Board (Cara Nua) was established. The body is funded from the contributions of the religious congregations offered in response to the request for additional contributions, following the publication of the Ryan Report. The function of the body is to utilise the cash contributions of up to €110m pledged by religious congregations to support the needs of persons who, as children, experienced abuse in residential institutions in Ireland and have received settlements from the Residential Institutions Redress Board or Court awards. There are currently 8 members of the board of Cara Nua.
Under the provisions of the Further Education and Training Act 2013, FÁS was dissolved in October 2013 and the new training authority, An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS)was established with responsibility for funding, planning and co-ordinating training and further education programmes. SOLAS was established on 27 October 2013 and funded for the remainder of the year from the residual FAS budget. The proposed budget for SOLAS in 2014 is €640.445 million.The majority of this funding is paid out to the Education and Training Boards by way of grants to fund the delivery of further education and training.There are currently 13 members of the board of SOLAS.
Under the Public Service Reform plan a number of bodies were merged as follows. The Irish Research Council for Science, Engineering and Technology and Irish Research Council for Humanities and Social Sciences were merged in March 2012 to form the Irish Research Council (IRC). The IRC has been established as a sub-board of the Higher Education Authority (HEA). Its function is to award research funding, primarily for postgraduate students and early-career postdoctoral researchers. The establishment of the IRC will result in an estimated saving of €100,000 on an annual basis. There are currently 12 members of the board of the IRC.
Under the provisions of the Qualifications and Quality Assurance (Education and Training) Act 2012, the National Qualifications Authority of Ireland (NQAI), the Higher Education Training Awards Council (HETAC) and the Further Education Training Awards Council (FETAC) were amalgamated to form a new agency, the Quality and Qualifications Ireland (QQI). QQI's functions are set out in Section 9 of the Qualifications and Quality Assurance (Education and Training) Act, 2012. These include the development of awards and standards, review of education and training providers, development of quality assurance, validation of programmes, maintenance of the National Framework of Qualifications and facilitation of qualification recognition.The estimated saving following the merger is €1 million on annual basis. There are currently 10 members of the board of QQI.
Under the provisions of the Education and Training Boards Act 2013, 16 Education and Training Boards (ETBs) have replaced 33 Vocational Education Committees (VECs). The functions of ETBs are set out in Section 10 of the Education and Training Boards Act 2013. ETBs provide second-level education in 254 post primary schools and are the main providers of adult and community education. 11 of the boards provide training directly through former FÁS centres. They also deliver education in prisons, children detention schools and certain facilities maintained by the HSE. ETBs also provide youth work services under the auspices of the Department of Children and Youth Affairs. Following re-configuration of the VECs, full year savings are estimated at €2.1m. Further savings are likely to be achieved through the realisation of economies of scale arising from the mergers and the wider Education and Training Sector Reform Programme. There are 336 members of the boards of ETBs.
963. Deputy Eoghan Murphy asked the Minister for the Environment, Community and Local Government if he will review a matter (details supplied) regarding motor tax. [41049/14]
View answerThe Non-Use of Motor Vehicles Act 2013 came into effect on 1 July 2013. The primary purpose of the Act is to replace the system whereby a vehicle is only declared off the road when the owner next goes to tax it with a system under which the vehicle must be declared off the road in advance. This is aimed at closing an evasion loophole, costing taxpayers an estimated €50m per annum, which was facilitated through the use of retrospective declarations.
The Act provided for a three month transition period from 1 July 2013 to 30 September 2013 to allow vehicle owners to bring their motor tax status up to date by making both a retrospective and prospective off-road declaration.
There was extensive public notice of the Act’s coming into force and widespread awareness-raising of the new arrangements from before the start of the transition period. Advertisements giving notice of the proposed changes were run in national and local newspapers in the first week of July 2013 and again in the second week of September 2013. Local radio ads were run over the course of a week in July 2013 and both national and local radio ads were again run over the course of a week in mid-September 2013. The changes were also highlighted in a number of media articles over the course of that period.
The new arrangements, only allowing for a future declaration, are fully in force since 1 October 2013. Any vehicle owner who did not bring his or her motor tax status up to date by the September deadline is liable for arrears from the expiry of the last period for which motor tax was paid, should he or she again wish to use the vehicle in a public place.
Given that vehicle owners who did not avail of the transition arrangements must now pay arrears in motor tax where these arise and the necessity generally of maintaining a consistent approach in the application of the legislation, exemptions are not provided for in individual cases.
964. Deputy Thomas P. Broughan asked the Minister for the Environment, Community and Local Government if his Department has considered the introduction of microwave radiation monitoring systems similar to those in place in New Zealand and Sweden in order to examine the concerns of some citizens regarding microwave radiation from smart meters and the potential implications from same. [41103/14]
View answerInformation in relation to the roll- out of Smart Meters is publicly available on the Commission for Energy Regulation ’s (CER) website, www.cer.ie.
I have no function in relation to the roll-out of smart meters.
Under the Irish Water metering programme, each water meter has a low power radio unit fixed to the top which enables it to be read periodically from a passing van. This is known as Automatic Meter Reading (AMR). The AMR is dormant until the meter is read when it is activated only for the purpose of taking the meter read. This should not be confused with smart metering technology, although Irish Water is not aware of any health risks associated with smart meters.
Irish Water have procured meters and radio units that comply with all relevant European and International Standards designed to protect the health and safety of customers and the general public. The electromagnetic radiation emitted from the individual AMR meters installed or from a cluster of such meters is a minute fraction of that emitted from common household devices such as microwave ovens, Wi-fi routers, cordless phones or baby monitors. Further information is available in Irish Water’s information booklet entitled “Irish Water Meters and AMR Technology”, which is available at www.water.ie/billing-and-metering/metering-explained/.
The issue of the potential health effects of electromagnetic fields was the subject of an Expert Group Report commissioned by the Government and published in March 2007. This report, entitled Health Effects of Electromagnetic Fields, is available on my Department’s website at:
http://www.environ.ie/en/Publications/Environment/EnvironmentalRadiation/.
My Department has recently commissioned an expert study to review and report on international developments on the potential health effects of electro-magnetic fields emanating from transmission grid infrastructure. The study is also examining international developments in non-ionising radiation (NIR) and electromagnetic fields (EMF) research , since publication of the 2007 Report and how the issue of NIR/EMF is dealt with in other jurisdictions. The study is expected to be completed later this year.
The analysis and findings of this study will be used by a Steering Committee, convened and chaired by my Department, to make specific proposals relating to the future management of these matters including, inter alia , any consequent legislative amendments and provision of appropriate technical expertise and associated resources.
